Recent research suggests that intensive, content-focused professional development improves teachers’ knowledge and some aspects of their practice, but not student achievement. Kirk Walters sat down with Mike Garet, who led the research, and three other experts to get their reactions to these findings.

The Communities for Just Schools Fund's Allison R. Brown speaks with David Osher, vice president and Institute Fellow at AIR, about social-emotional learning and its impact on students and teachers alike over the years.

In these episodes from the Education Policy Center, Kerstin Carlson LeFloch and Catherine Barbour discuss what research tells us about best practices in school improvement. How can teachers and leaders work together to support school improvement? What are three critical components of school improvement?

AIR's Ed Tech Download podcast series explores why research is a critical part of technology development, and what developers should be aware of as they begin using research to evaluate and improve their products. These three episodes explore the U.S. Department of Education's National Education Technology Plan, which shares new technology advances and research on how technology and digital resources can enhance teaching and learning.

Eboni Howard has devoted her career to researching early care and child development, working to ensure that all children receive high-quality early experiences—regardless of race, ethnicity, income, or zip code. In the second podcast episode in the Education Policy Center's Equity Series, Howard and Peter Cookson discuss what research has shown and the implications for policymakers.

This first episode of our Ed Tech Download podcast series explores why research is a critical part of technology development, and what developers should be aware of as they begin using research to evaluate and improve their products.

In this podcast, Peter Cookson talks with Education Policy Center and Center on Great Teachers and Leaders Director Angela Minnici about the importance of providing all students with access to effective teachers and school leaders. The GTL Center is currently working closely with states to design and implement State Plans to Ensure Equitable Access, including identifying the root causes of inequitable access to effective educators in each state’s context.

In this podcast, Kim Kendziora talks with Melissa Schlinger of the Collaborative for Academic, Social, and Emotional Learning (CASEL), lead partner in an eight-district demonstration program that aims to establish whether and how large urban school districts can systematically implement social and emotional learning into their work, which AIR has been evaluating since its inception. The results provide insight on how SEL can be a key ingredient to school transformation and success.